The mediating role of parental expectations in culture and well-being

In two studies, we examined the role of perceived fulfillment of parental expectations in the subjective well-being of college students. In Study 1, we found that American college students reported having higher levels of life satisfaction and self-esteem than did Japanese college students. American college students also reported having fulfilled parental expectations to a greater degree than did Japanese college students. Most importantly, the cultural difference in well-being was mediated by perceived fulfillment of parental expectations. In Study 2, we replicated the mediational finding with Asian American and European American college students. Asian American participants also perceived their parents' expectations about their academic performance to be more specific than did European Americans, which was associated with the cultural difference in perceived fulfillment of parental expectations. In short, perceived parental expectations play an important role in the cultural difference in the well-being of Asians and European Americans.     

Validation of three dimensions of childhood psychopathology in young clinic-referred boys

Short measures of child inattention-overactivity (IO), aggression-defiance (AG), and anxiety-depression or emotionality (EM) derived through a double validation procedure are administered to mothers of 243 clinic-referred suburban New York boys between 6 and 10 years of age. Mother-rated IO is uniquely related to poor performance on cognitive and achievement tests; observed inattentive, hyperactive, and impulsive behaviors in a restricted academic setting; less father education and lower family income; and most mother-reported impairments and treatment use. Mothers of high-IO boys describe themselves and their sons as having similar childhood symptoms. AG is uniquely related to child-reported disruptive behavior and sensation seeking, many measures of family conflict and negative parenting styles, and mother-reported symptom pervasiveness and number of treatments. EM is uniquely related only to poorer cognitive and achievement test performance, living with one parent, parents who considered themselves too busy, and fewer friends. Each dimension also is associated with parallel teacher-rated factors.     

Temporal variation in Irish suicide rates

Using Irish suicide data for the period 1990-1998, the independent effects of month and day adjusting for age, gender, and calendar year effects and distinguishing between holiday and working Mondays were assessed. The male suicide rate was significantly higher on working Mondays (+31%) and Saturdays (+14%), and during April, June, and August (+17%), after adjustment for the other variables. In contrast, female suicide rates were higher only in August (+35%) and exhibited no day effect. Teenage men had a greater elevation of risk on Saturdays, Sundays, and both working and holiday Mondays than any other group. The study findings should be taken into account in the planning of specialized health care services and helplines for suicidal people. Furthermore, the findings provide support for Gabennesch's (1988) broken promise theory and the relationship between dysfunctions of the serotonergic system and suicidal behavior.     

Volume contents

Volume Contents

Volume contents     

Individual Differences in Attachment and Reproductive Strategies: Commentary on Buss & Greiling

Buss and Greiling cite individual differences in attachment as a principal illustration of adaptive individual differences. This particular example, however, is a highly controversial one: Many if not most relationship researchers assume (implicitly or explicitly) that insecure attachment patterns reflect some kind of malfunction of the attachment system in modern environments rather than evolved facultative strategies. I therefore review some of the arguments and evidence on both sides of this issue, along with the closely related topics of mating/reproductive strategies and parental investment. In the end I support the Buss-Greiling position, but for reasons not discussed in their article.     

ANTECEDENT FACTORS DIFFERENTIATING WOMEN AND MEN IN SCIENCE/ NONSCIENCE CAREERS

Factors that differentiate women and men who choose a science career from those who do not were investigated using longitudinal data from 1980 and 1990. The participants (N = 459) were ninth or twelfth graders at six midwestern high schools in 1980. Women in science compared to women in other careers were significantly more likely to value math and science for their future career goals, whereas men in science compared to men in other careers had significantly higher high school grade point averages in natural science and higher career aspirations. Not unexpectedly, both women and men in science careers compared to those in nonscience careers took more high school elective science courses because they wanted to, aspired to higher prestige careers as young adults, and attributed their math successes more to their ability. The male model accounted for more than twice the variance accounted for by the female model, and context variables were not predictive for either model. Suggestions for revising the model and improving the assessment of context influences are made. Implications for research and practice include designing and evaluating programs to increase the number of intellectually able girls valuing math and science as these relate to their future goals.     

Interventions With Juvenile Offenders: Strategies to Prevent Acting Out Behavior

In this article Moral Dilemma Discussion Groups, Just Communities, Positive Peer Culture and the EQUIP program are reviewed for their appropriateness for intervening with juvenile offenders in residential settings. The suitability of these interventions for diverse populations is also examined.     

Wepman test of auditory discrimination: What does it discriminate

This study investigated auditory discrimination as a function of ethnic group membership within the same socioeconomic status (SES). Subjects were 126 randomly selected six-year-old students attending schools in the lower SES community of southeast San Diego. Only students with no known speech or hearing defects and of normal intelligence were included. They were assigned to one of three categories: Black, Chicano, or Anglo.Subjects were administered four tests in a counterbalanced design: the Wepman, the Gross, and the Ott. The latter two were developed for use with Black dialect and Spanish-speaking youngsters, respectively. The ANOVA results indicated a reliable difference between the main effects of the groups (F=40.34,p<.001) and tests (F=72.82, p<.001), with a significant interaction between tests and groups (F=44.91, p<.001). Interaction effects were evaluated with the Dunn theorem. Significant differences were found among Anglo, Black, and Chicano students on the discrimination list for Spanish sounds (Ott) and a significant Anglo/Black difference on the discrimination test for Black dialect (Gross). Contrary to previous findings, there were no differences between the groups on the Wepman Test of Auditory Discrimination (WTAD). However, there are significant differences between groups on separate items of this test.